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FIFTY NUMBER GAMES 
FOR PRIMARY GRADES 


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1 


FIFTY NUMBER GAMES 

FOR PRIMARY GRADES 


BY 

ANNA ELIZA SAMPLE 

II 

COACHING TEACHER 

LAWRENCEVILLE (N. J.) PUBLIC SCHOOLS 
AUTHOR OF 

PRIMARY GAMES TO TEACH PHONETICS 



BECKLEY-CAEDY COMPANY 
CHICAGO 






COPTEiaHT, 1927, BY 
BECKLEY-CARDY COMPANY 
All Rights Reserved 


r> 



\ 


JAN-H 78 


Printed in the United States of America 

©C1&1061103 


CONTENTS 


PAGE 

I Automobile Eace. 9 

II Bo Peep’s Sheep. 12 

III Candlestick Game. 14 

IV Catch the Postman. 17 

V Checkerboard . 20 

VI Crossing the Open Bridge. 23 

VII Easter Rabbit. 25 

VIII Duck Pond. 26 

IX Egg Hunt. 28 

X Enter the Fort. 29 

XI Good Mistress Hen. 31 

XII Hungry Pumpkin Boy. 33 

XIII Helping the Puritans. 34 

XIV I Know Something. 36 

XV Lincoln ‘ ‘ The Rail Splitter ’ ’. 37 

XVI Mr. Spool Teddy Bear. 39 

XVII Multiplication Bear. 41 

XVIII Number Ball. 43 

XIX New Year’s Surprise Box. 45 

XX Number Pie. 48 

XXI Passenger Train. 52 

XXII Post Office. 55 

XXIII Punch the Time Clock. 57 

XXIV Rainbow Spool. 61 

XXV Santa Claus’ Presents. 62 


5 



























6 


CONTENTS 


PAGE 

XXVI Save the Child... 65 

Store Games :. 68 

XXVII Apple Orchard... 69 

XXVIII Bakery Shop. . 71 

XXIX Candy Store....... 74 

XXX Cash Register. 76 

XXXI Florist’s Shop. 78 

XXXII Flower Garden. 81 

XXXIII Five-, Ten- and Twenty-Five Cent 

Store. 83 

XXXIV Fruit Store. 89 

XXXV Lemon Grove. 91 

XXXVI Milk Depot. . 92 

XXXVII Orange Grove. 94 

XXXVIII Peach Orchard. 96 

XXXIX Ready-to-Wear Store. 97 

XL Shoe Store. 101 

XLI Taking Account of Stock. 103 

XLII Telephone Exchange. 106 

XLIII The Farmer and the Fox. 109 

XLIV The Hen and the Hawk . Ill 

XLV The Hungry Rabbit. 113 

XLVI The Organ Grinder. 116 

XLVII The Knight’s Shield. 118 

XLVIII Toss Around the Ring. 121 

XLIX Tumble Spool. 123 

L Where Are You Going?. 124 






























GAMES FOR SPECIAL OCCASIONS 

PAGE 

Hallowe’en 

XII The Hungry Pumpkin Boy. 33 

Armistice Day 

X Enter the Fort. .. 29 

Thanksgiving Day 

XIII Helping the Puritans. 34 

Christmas 

XXV Santa Claus’ Presents.: . 62 

New Year 

XIX New Year’s Surprise Box. 45 

Lincoln’s Birthday 

X Enter the Port. 29 

XV Lincoln, ‘‘The Rail Splitter”. 37 

XLVII The Knight’s Shield. 118 

Valentine Day 

IV Catch the Postman. 17 • 

XXII Post Office. 55 

Washington’s Birthday 

X Enter the Fort. 29 

XLVII The Knight’s Shield. 118 


7 














8 GAMES FOR SPECIAL OCCASIONS 


PAGE 


Easter 

VII Easter Rabbit. 25 

IX Egg Hunt. 28 

XLV The Hungry Rabbit. 113 

Arbor Day 

XXVII Apple Orchard. 69 

XXXV Lemon Grove. 91 

XXXVII Orange Grove. 94 

XXXVIII Peach Orchard. 96 

Memorial Day 

X Enter the Fort. 29 












FIFTY NUMBER GAMES 

FOR PRIMARY GRADES 


I 

AUTOMOBILE RACE 

Material: None. 

Object : To teach rapidity in addition, subtraction, 
multiplication and division operations. 

Project : Draw automobiles. Bring names of auto¬ 
mobiles and pictures of same to school. Mount 
on cardboard. Make automobile tags of card¬ 
board. Model a cardboard automobile. Build 
a garage of blocks or newspaper logs. Draw 
two automobiles upon the board or mount pic¬ 
tures of the same. The players may name their 
automobiles any make of car, writing the name 
on or below the pictures. Place similar num¬ 
bers under each car. 

Game: 1. Two players are chosen. Each stands by 
his car with an eraser. Teacher or Leader asks: 
5—4=? Pupil quickly erases 1. Teacher asks 
10— 6=1 She continues until all the numbers 


9 


10 


FIFTY NUMBER GAMES 



9 12 

have been erased. The first player erasing all 
the numbers wins. 

It is not a difficult task for the teacher to watch 
the two players to prevent mistakes or unfair 
play. 

2. Give problems in addition. 

3. Increase the numbers and give problems in 
multiplication. 

4. Change the numbers and substitute problems 
in division. 

5. Competitive race for two divisions of pupils. 
Two rows of pupils stand at the blackboard. 











FOE PRIMARY GRADES 


11 


Each row chooses a name for its automobile. 
Each player has one chance to erase the correct 
answer. If successful, the pupil returns to his 
desk. If he fails, he takes his place behind the 
last player and waits another turn. The row 
whose players leave the board first wins the race. 




12 FIFTY NUMBER GAMES 


II 

BO PEEP^S SHEEP 

Material: Tag board or stiff white paper for cut¬ 
ting. 

Object: Recognition of the different number com¬ 
binations resulting in the same number, as all 
number combinations in addition resulting in 10, 
or all number combinations in multiplication re¬ 
sulting in 24, etc. 

Projects: 1. Cut sheep free-hand or from a pat¬ 
tern. 

2. Write an addition number combination result¬ 
ing in 10 on each sheep; or make a set of sheep 
with multiplication combinations resulting in 36. 

3. Bring pictures of sheep to school. Count them. 

4. Study food for sheep, care taken of them, etc. 

5. Where wool is obtained. Trace its manufac¬ 
ture into yarn, cloth, etc. 

6. Bring samples of woollen cloth, yarn, etc., to 
school. 

7. Make a list of articles made of wool. 




FOE PEIMAEY GEADES 13 





Game: Place about tbe room or on the chalk rail 
different number sets of sheep, such as sets of 
10, 24, etc. Select a Bo Peep. She steps to a 
pupil’s desk and says, ‘ ‘ I have lost my sheep. ^ ’ 
Pupil says, ^‘Do not cry. I will help you find 
them. Tell me their names. 

Bo Peep replies, ‘‘Ten.^’ 

Pupil runs about the room followed by Bo Peep. 
He hunts for all the sheep with combinations 
making ten. 

‘‘Here is one,’’ he says, “9+1=10.” “Here is 
another, 3+7=10.” 

When all are found. Bo Peep thanks him and 
takes her sheep home. 

Another Bo Peep is chosen. If the class is large 
several children may help Bo Peep find her 
sheep. 




14 


FIFTY NUMBER GAMES 


III 

CANDLESTICK GAME 

Material: A candlestick. Manila or silver paper, 
also colored paper. Paste. Scissors. 

Object: To teach column addition; to develop the 
sense of distance and muscular control of the 
body. 

Project : Cut candlesticks of manila or silver 
paper. Cut a candle out of colored paper. Paste 
the candle on the candlestick. Cut a picture of 
Jack jumping over the candlestick. Mark three 
or more concentric circles upon the floor. Allow 
two feet between the circles. Place a number 
in each circle, the smallest number for the outer 
circle. Place candlestick in the center of circles. 





FOR PRIMARY GRADES 


15 


A guide or guard mark is placed upon the floor 
to insure equal distance for each player. 

Game: 1. The pupils line up for the jump. The 
class may sing or recite: 


Jack be nimble, 
Jack be quick, 
Jack jump over 
The candlestick. 


The word jump is a signal for the player. He 
scores the number of the circle into which he 
jumped. If he lands on the line marking the 
circle, he scores one plus the number in the circle. 

The players form a line opposite their first posi¬ 
tion and jump again. As many jumps are al¬ 
lowed the players as the teacher wishes numbers 
added in the column. 

A score keeper is assigned to each child. This 
affords an opportunity for more children to play. 
Each score keeper marks the player ^s score upon 
the blackboard and adds it at the conclusion 
of the game. The highest score wins. 

2. Two rows compete. Those at the desks keep 
score on their tablets. 




16 FIFTY NUMBER GAMES 

3. Girls and boys compete. Those not competing 
keep score. 

4. Tall and short children compete. Select play¬ 
ers to keep the score. 





FOE PRIMARY GRADES 17 

IV 

CATCH THE POSTMAN 

Material: Red paper for cutting. Numbers cut 
from calendars. Paste. Scissors. A piece of 
cloth and a roll of tape. 

Object : Development of concentration in solving a 
problem. Physical exercise. 

Projects : 1. First-grade pupils cut hearts from a 

pattern given them. Second and third grades 
cut paper into four-inch squares. Fold each 
square through the center and cut a heart as il¬ 
lustrated. Paste a number on each heart. 

2. Plan and make a postman’s bag of cloth. Fold 






18 


FIFTY NUMBER GAMES 


a 24-inch square piece of cloth through the center 
or in half. Sew the right and left sides. Measure 
a piece of tape 30 inches long. Sew to the open 
edge as illustrated. 



Game: Choose a Postman to carry the bag contain¬ 
ing the hearts. Let the class form a ring. Each 
child holds his hand behind him. The Postman 
runs outside the circle and places a heart in 
some child ^s hand and runs from him. 

The child looks at the heart and tells a number 
combination suggested by the number on it. If 













FOR PRIMARY GRADES 


19 


the number is 36, he may say 9X4=36. As soon 
as he gives his answer he runs after the Postman. 
If the player cannot give a correct answer, he 
forfeits the heart to the Postman. Failure to 
catch the Postman means that the player must 
go to the post office (center of circle) and stay 
there. 

The player catching the Postman has a turn to be 
Postman. 




20 


FIFTY NUMBER GAMES 


V 

CHECKERBOARD 

Material : Construction paper for folding and cut¬ 
ting. Scissors and colored crayons. Tag board 
and rulers. 

Object: To develop rapidity in solving problems 
in the four arithmetical processes. Experience 
in measuring with a ruler. Learning to count 
inches. 

Project : Let each pupil cut a sheet of construction 
paper into two four-inch squares. Fold each 
square into sixteen squares. Cut the sixteen 
squares along the folded lines. This makes thir¬ 
ty-two one-inch squares. Fold sixteen of these 
squares in halves and cut along the folded line. 
This makes thirty-two oblongs. 

Divide a five-inch piece of tag board into sixteen 
squares. This is called a checkerboard. 

Fold an envelope of construction paper to fit the 
checkerboard. Keep the small squares, oblongs 
and checkerboard in it. 

Games: Teacher dictates numbers, as 2, 7, 12, 9, 8, 
20. Pupils write a number with crayons in the 
lower half of each square. 




FOR PRIMARY GRADES 


21 


1. For number recognition. 

Leader calls a number. Pupils cover the number 
with a square. The pupil or pupils first cover¬ 
ing all the numbers on the checkerboard wins the 
game. 

2. For addition or subtraction. 

Leader gives a combination, as 8— 2=1 Pupil 
covers 6 with a blank square. The winners are 
the same as for Game 1. 

3. Number recognition, or the four arithmetical 
processes at the blackboard. 

Draw a checkerboard on the blackboard. Let the 
pupils form a line. Each pupil in turn may 
erase the correct answer to the problem given 
by the leader. 

4. Competitive drill. 

Draw two checkerboards on the board. Place 


60 

IS 

30 


12 


6 

56 

0 

66 


56 

42 

48 

24 

72 


0 

66 

56 


72 

24 

48 

42 

12 


6 


56 

50 

18 

60 


















22 


FIFTY NUMBEE GAMES 


numbers in each square. If the multiplication 
table of 6 is to be drilled, use these diagrams: 
Two competitive lines of pupils stand at the 
board. An eraser is given the first child in each 
row. Teacher asks 6x9=? First child in each 
row erases the correct answer. If a player fails, 
he takes his place behind the last player in his 
row and waits another turn. The successful 
players return to their desks. 

The row succeeding in first erasing all the num¬ 
bers wins the game. 

5. Multiplication drill at desks. 

Leader says 12. Pupils write 4x3= on an ob¬ 
long paper and place it on the checkerboard 
above the 12. Leader calls 6, 42, 24, etc. 


4X5» 

12 


6. Division drill at desks. 

Leader calls 8^2=? or how many 2^s in 8? 
Pupil places blank oblong on checkerboard above 

4. Continue playing. 






FOR PRIMARY GRADES 


23 


VI 

CROSSING THE OPEN BRIDGE 

Material : None. 

Object: To teach recognition of number symbols; 
to drill column addition, and division and mul¬ 
tiplication facts; to teach yards, feet and inches 
by actual measurement; to develop the sense of 
distance and physical poise. 

Project : Mark a bridge upon the floor, using chalk 
to outline the planks. Make planks 3 ft.Xl ft. 
and 2 ft. apart. Number each plank. 



Games : 1. Drill in column addition by score keeper. 
Drill in number recognition by player. Player 
calls number of plank as he jumps upon it. Child 














24 FIFTY NUMBER GAMES 


at the board keeps the score. A player falls in 
the water if he fails to jump upon a plank (or 
call the number) and hence cannot play. The 
player jumping all the planks has a turn to be 
next player’s score keeper. 

2. Addition drill by player. 

Each player adds his score as he jumps. Failure 
to jump or add correctly means loss of turn. 

3. Drill in multiplication or division. 

Place such numbers as 16, 20, 32, etc., upon the 
planks. Player must call 4x4=16 before jump¬ 
ing to next plank. If division is drilled he calls 
16-f4=4. 

4. Competitive drill in addition, multiplication 
or division. Draw two bridges. Choose two 
players to compete. Use the same numbers for 
both bridges. One player begins at the right end 
and the other at the left end of the bridge. This 
prevents repeating the opponent’s answer. The 
player jumping across first and correctly an¬ 
swering each number wins the contest. 




FOE PRIMARY GRADES 


25 


VII 

EASTER RABBIT 

Material: Cardboard or stiff paper. Crayons. 

Object: To test and drill number combinations in 
the four arithmetical processes. To teach color 
recognition. 

Project: Pupils cut out and color eggs of card¬ 
board. Color eggs on one side. Write a number 
combination on the uncolored side. 

Game : A pupil is chosen to be the Rabbit. He takes 
the basket and hops to each child^s house (desk) 
and gives him an egg. The child keeps the egg 
if he can tell the correct answer to the number 
combination written on it. 

The Rabbit goes to another child’s house and 
gives him an egg. He continues going from 
house to house until all the eggs have been dis¬ 
tributed. 

Another Rabbit is chosen and other eggs placed 
in the basket. 




26 


FIFTY NUMBER GAMES 


VIII 

DUCK POND 


There was a little man 
And he had a little gun 

And his bullets were made of lead, lead, lead; 

He went to a brook 
And aimed at a duck. 

And shot it through the head, head, head .—Mother Goose 

Material : Ducks cut from paper. Stick for a gun. 
Object: Counting by ones, twos, threes, etc. 


Project : Cut ducks from paper. Make a duck pond 
on the blackboard or in the sand table. Arrange 
the ducks in promiscuous fashion in the pond. 























FOR PRIMARY GRADES 


27 


Games : 1. The pupil takes the gun and touches each 

duck and counts. He shoots as many ducks as 
he touches and counts. 

2. Counting by twos. 

Arrange the ducks swimming in pairs or in twos. 
Pupil counts 2, 4, 6, 8, etc., ducks. 

3. Counting by threes. 

Arrange ducks swimming in threes. Pupil 
counts 3, 6, 9, 12, etc., ducks. 
























28 


FIFTY NUMBER GAMES 


IX 

EGG HUNT 

Matekial : Stiff white paper or cardboard for cut¬ 
ting. 

Object: Counting and sorting. Number recogni¬ 
tion. To develop ability to think rapidly. 

Pboject: Cut eggs from a pattern or free hand. 
Color on one side with crayons. Write a number 
combination in any of the four arithmetical pro¬ 
cesses on the uncolored side of the egg. 

Game: Choose a Rabbit to hide the eggs. Choose 
about seven pupils to hunt for the eggs. They 
leave the room while the Rabbit is hiding the 
eggs and later return to hunt for them. Each 
player counts his eggs after all have been found. 
They may also tabulate them according to color. 
In order to keep his eggs, each player must solve 
correctly the number combination found on his 
eggs. He gives to the Rabbit the ones he does 
not know. 

The player keeping the greatest number of eggs 
is chosen to hide the eggs for the next group of 
players. 




FOR PRIMARY GRADES 


29 


X 

ENTER THE FORT 

Material : Tag board cards, with a number written 
upon each card. Broomsticks or yardsticks for 
guns. 

Object : Drill in multiplication or division. 

Project: Build a fort of benches and chairs, or 
use part of the class to stand and form a fort. 
The guns are stacked near the fort. 

Game : Select any number of soldiers. Each soldier 
is given a card. This is the password or, in plain 
language, the pass number. One soldier stands 
on guard in front of the fort. The remainder 
enter the fort. 

A would-be soldier approaches the Guard. 

‘ ‘ Halt! ’ ’ orders the Guard. 

^ ‘ I want to be a soldier, ’ ^ replies the player. 
Guard holds up a number card, as 36, and says, 
‘ ‘ This is the pass number—give me the counter¬ 
sign. ’ ’ 

^‘12x3=36,^’ replies the candidate. 

^‘Salute! Enter the fort and be a soldier,re- 




30 FIFTY NUMBER GAMES 


plies tlie Guard. The new soldier salutes and is 
given a gun by the Guard. Both enter the fort. 
If the candidate gives the wrong answer, the 
Guard replies,. Enemy, move on.’’ Another 
candidate comes up to the Guard. The Guard 
remains on duty until one candidate successfully 
answers the pass number. Then he enters the 
fort and chooses another Guard to take his place. 
When the fort is filled, the last Guard orders 
out all the soldiers. They march out, give the 
flag salute, sing ‘^America,” then drill and pa¬ 
rade about the room. A patriotic march played 
upon the piano or victrola adds to the spirit of 
the game. The music may be played softly dur¬ 
ing the first part of the game. 




FOE PEIMAEY ORADES 


31 


XI 

GOOD MISTRESS HEN 

Matekial : Manila paper for cutting. Heavy crayon 
for marking. 

Object: Recognition of number symbols or drill 
in arithmetical facts, such as division, etc. 

Projects: 1. Cut eggs free hand. Mark a number 
on each egg and a plus or minus, etc., sign near 
each number. 

2. Draw and cut out hens and chicken-coops. 

3. Study food and manner of living of hens. 

4. Make a list of different uses for eggs. 

5. Emphasize their food value. 

6. Find out the price of eggs. 

7. Draw a picture of an egg crate, showing com¬ 
partments or partitions. Number them. 

8. Make a carton or crate to hold a dozen eggs. 

9. Make a basket of construction paper to carry 
eggs. 

Game : Choose a Hen. Place paper eggs in the nest. 
Choose any number of players to visit the Hen. 
The Hen is scratching or clucking near her nest. 
The child goes up to her and says, ‘‘Good Mis¬ 
tress Hen, have you an egg for me ? ’ ’ 




32 


FIFTY NUMBER GAMES 


‘‘I have one,’’ answers Mistress Hen, hopping 
to her nest. ‘ ‘ Tell me what it says. ’ ’ 

The child sees 



He says 12x6=72. 

The Hen hands the egg to the child, who says. 
Thank you. Good Mistress Hen,” and runs 
home. If he fails to tell the combination, the 
Hen says, have none for you,” and places 
the egg back in the nest. 

Another child visits the Hen and the game con¬ 
tinues until all the eggs have been given away. 







FOR PRIMARY GRADES 


33 


XII 

HUNGRY PUMPKIN BOY 

Make a Pumpkin Boy out of yellow paper. Paste 
on a yardstick. Stand him against a table and choose 
a child to impersonate him and hold the stick, if un¬ 
stable. 

Play the same as the Hungry Rabbit Game. Peed 
the Boy pumpkin pie [wedge-shaped pieces of paper 
marked with a number combination]. 







34 FIFTY NUMBEE GAMES 


XIII 

HELPING THE PURITANS 

Material: Cut yellow paper into corn-shaped 
pieces. Write numbers or number combinations 
on each kernel. 

Object: Rapid drill in any of the combinations. 
Dramatization. 

Projects: 1. Study the life of the early Puritans 
and note how the Indians helped them. 

2. The first Thanksgiving feast. 

3. The food the Puritans raised and harvested. 

4. Study of corn and how it grows. 

5. Assign groups to bring in samples of corn. If 
near rural districts, bring cornstalks. 

6. Take a trip to see a field or garden of growing 
corn. Write an account of the trip. 

7. How corn is used for man and beast. 

Game : Choose a Puritan and an Indian. The Puri¬ 
tan has a basket containing the paper corn. 

The Indian comes to the Puritan and asks: ^ ^May 
I come to your Thanksgiving feast 
The Puritan replies: Yes, if you will show me 
how to plant my corn.’’ 




FOR PRIMARY GRADES 


35 


The Puritan hands the Indian the corn. The 
Indian takes a kernel and reads the combination 
on it, as: 



The Indian shows the Puritan how to plant the 
corn in his field (sand table.) He then takes 
another grain of corn, reads the combination and 
plants the grain. This continues until all the 
corn has been planted. 

If the Indian fails to tell the correct answer the 
Puritan says, ^‘You do not know how to plant 
corn and may not come to the Thanksgiving 
feast.’’ 

If the Indian tells all the answers correctly, the 
Puritan says, ‘‘Thank you. You know how to 
plant corn and may come to the feast.” 

Another Indian is chosen and the game is played 
again. Continue playing until all the would-be 
guests have played the game. 




36 


FIFTY NUMBER GAMES 


XIV 

I KNOW SOMETHING 
Material : None. 

Object: To develop rapid thinking. 

Project : None. 

Game: A Leader is chosen. He calls a pupil by 
name and says, know something about 7.” 

Pupil asks, ‘‘Is it 12—5=7U’ 

“No.’’ 

‘Hs it 7X1=7?” 

“Yes.” 

The pupil has three guesses. If he guesses cor¬ 
rectly, he has a turn to be Leader. If not, the 
Leader calls another pupil and the game con¬ 
tinues as before. 

When the class is large and time must be con¬ 
served, the teacher may divide the class into two 
groups and appoint a Leader for each group. 

This game should be played at the desks and will 
serve as a quiet game after a period of activity. 




FOR PRIMARY GRADES 


37 


XV 

LINCOLN, ‘‘THE RAIL SPLITTER” 

Material: None. Draw several logs upon the 
blackboard as illustrated. 

Object : Rapid drill in any of the arithmetical com¬ 
binations. 

Projects; 1. Bring pictures of Lincoln to school. 
Describe his early cabin home. 

2. Study the log cabin and how the early settlers 
used and built their cabins. 

3. Primitive materials used by settlers to cement 
the logs. 

4. Bring names and samples of wood to school. 

5. Build a miniature log cabin according to meas¬ 
ure. Newspapers cut into eight-inch or twelve- 
inch squares, then rolled and tied together may 
be used for logs. The paper logs may be ce¬ 
mented with paste. 

Game: The teacher asks, “Who wants to play he 
can split rails as Lincoln did?” 

A pupil volunteers. He is told to split as many 
rails as possible. 




38 


FIFTY NUMBER GAMES 


The pupil goes to the board and takes an axe 
(eraser) and says the combination on the first 
rail. If correct, he has split one rail. (He erases 
the combination.) He says the next combina¬ 
tion. If correct, he has split two rails, etc. 

He continues until all the rails have been split. 
When a pupil fails to say a combination cor¬ 
rectly, he has failed to split a rail. Choose an¬ 
other pupil to take his place. 














FOR PRIMARY GRADES 


39 


XVI 

MR. SPOOL TEDDY BEAR 

Material: Any number of empty spools. Teddy 
Bears cut from paper. Numbers cut from cal¬ 
endars. Hard rubber or wooden balls. 

Object: To teacli recognition of number symbols, 
also addition and multiplication of two or more 
numbers. 

Project : Paste a number to the side of each spool. 
On the opposite side paste a Teddy Bear cut 
like this. 





40 FIFTY NUMBER GAMES 


Game: Make one or two rows of Teddy Bears on 
the floor. Draw a guard mark upon the floor. 
Children form a line. Each child stops at the 
guard mark and aims his ball at a Teddy Bear. 
The child calls the number he struck, or he may 
add or multiply the numbers if he knocked over 
more than one. The highest number wins. 




FOE PRIMARY GRADES 


41 


XVII 

MULTIPLICATION BEAR 
Matekial: None. 

Object : Rapid number drill. Opportunity for many 
pupils to play in a short allotment of time. Test 
of pupil’s ability and knowledge. 

Projects : 1. Draw a given number of bears. Make 

number-story pictures of bears, as 4 bears -j- 3 
bears = 7 bears. 

2. Study the habits of bears. 

Game ; Let the class form a circle. A child is chosen 
for Mr. Multiplication Bear. The Bear runs 
around the outside of the circle. He stops, taps 
a child on the shoulder and says, ‘ ‘ Gr-Gr. I am 
Multiplication, or Times Bear. Four 6’s.” 

If the player replies ^^24,” he is free. If his an¬ 
swer is incorrect, he is caught and must go into 
the Bear’s den—the center of the ring. The 
Bear may change the problem and say ^‘24.” 

The pupil then must give a combination of num¬ 
bers resulting in 24. This game may be changed 
to any of the other arithmetical processes. The 




42 FIFTY NUMBEE GAMES 


Bear will then call himself Mr. Plus Bear, or 
Mr. Addition Bear, etc., according to the pro¬ 
cess to be taught. He may also change his iden¬ 
tity for each child and test the pupils, one after 
another, in the four processes. The pupils are 
kept constantly on the alert by this method and 
monotonous drill is avoided. 




FOR PRIMARY GRADES 


43 


XVIII 

NUMBER BALL 

Material : Any number of balls. 

Object : To develop subtraction through play. 

Project: Bring different kinds of balls to school. 
Name materials used in making balls. 

Game; The pupils form a ring. Place a number of 
balls in the center of the ring. The children 
count the balls before singing. Choose a child to 
turn his back toward the balls or else hide his 
eyes. Another child is chosen to hide or take 
away any number of balls. The first child tells 
how many were taken away. If correct, he may 
hide the balls and choose some one to take his 
place in the ring. 

1. The class sings to the music of Farmer in the 
Dell, 


Nine balls are in the ring, 
Nine balls are in the ring, 
Sing—sing—oh—sing—sing, 
Nine balls are in the ring. 




44 


FIFTY NUMBER GAMES 


2. A child tells how many were taken away. 
Class sings. 


Three balls have left the ring, 
Three balls have left the ring, 
Sing—sing—oh—sing—sing. 
Three balls have left the ring. 


3. A child tells how many stayed or were left 
in the ring. Class sings. 


Six balls stayed in the ring. 
Six balls stayed in the ring. 
Sing—sing—oh—sing—sing. 
Six balls stayed in the ring. 





FOR PRIMARY GRADES 


45 


XIX 

NEW YEARNS SURPRISE BOX 

Material : A cardboard box filled with: 

1. Colored cards containing number combina¬ 
tions or 

2. Marbles, 

3. Sticks or toothpicks in bundles of twos, threes, 
fours, etc. 

4. Any material the teacher may find useful. 

Object : 1. To teach simple counting by ones. 

2. To teach counting by twos, threes, etc., or, in 
other words, multiplication facts. 

3. To teach any number combination. 

Projects: 1. Write the New Year and date of the 
month. 

2. Note facts of interest in the old year. (The 
youngest children will remember coming to 
school in September, the Fall, Thanksgiving, the 
first snow, Christmas, etc.) 

3. Write a list of pleasant things the old year did 
for you. (For older groups.) 

4. Write a list of what you want to have the New 
Year help you do. (For older groups.) 




46 FIFTY NUMBER GAMES 


Games : 1. Pupils form a circle. A child is chosen 

to be Little New Year. He is given the Surprise 
Box. He runs outside the circle with it. Then 
he stops behind a pupil and knocks on the floor. 

Child. Who are you? 

Little New Year. I am Little New Year. 

Child. What have you ? 

Little New Year. A Surprise Box for you. 
Let me in. 

Child. Come in. 

Little New Year runs in front of the child and 
offers him the box. The child takes the box and 
opens it. He takes out a card with 4 X 7 = on 
it. He quickly says '*'28.'’ The box is his and 
he then plays he is Little New Year. If the child 
fails to tell the correct answer, he forfeits the 
box. 

2. After the conversation in the previous game, 
the child opens the box. This time the box con¬ 
tains marbles. He takes out a marble and says, 

^ ‘ One. ’ ’ He takes out another and says ^ ‘ Two. ’ ’ 




POE PEIMAEY GRADES 


47 


If he can count all the marbles, the box is his and 
he can play he is Little New Year. (This game 
is a help for beginners.) 

3. After the conversation in Game 1, the child 
opens the box and finds two colored sticks fas¬ 
tened together with a rubber band. He counts 
2 and then takes out another bundle of sticks (2) 
and counts 4. He continues counting by twos 
until the box is empty. 

Note : Any material may be used in these games. 
If three or four are to be drilled in counting or 
multiplication, the sticks should be placed in 
bundles of threes or fours. 




48 


FIFTY NUMBER GAMES 


XX 


NUMBER PIE 


Little Jack Horner 
Sat in a corner, 

Eating a number pie. 

He put in two thumbs 
And pulled out some plums, 

And said, ‘ ‘ What a fine number pie! ’ * 


Material : A tin pie plate. Brown wrapping paper. 
Paste. 

Ob.tect : Counting for beginners. Drill in the four 
arithmetical processes. Recognition of the signs 
used in connection with the processes. Drama¬ 
tization. 

Project : Cut plums of brown paper. Put one ad¬ 
dition, subtraction, multiplication or division 
sign on each plum. The number of signs should 
be equal. Put a number on the opposite side of 
the plum. 

Measure the top of the pie and cut a circular 
brown paper cover for the crust. Paste ground 
the edge of the pan. Cut a two-inch slit in the 




FOR PRIMARY GRADES 


49 


center of the top crust for the fingers to slip in. 
If division is to be stressed, fill the pie with 
plums having the division sign on them. The 
same for the other three processes. 

For Game 1 it is not necessary to number the 
plums. 

Game : 1. A child is chosen to he Jack Horner and 

he sits in a corner. At the words, ‘‘put in two 
thumbs,’’ he pulls out as many plums as he can 
at one attempt. 

Jack counts the number and writes the amount 
on the blackboard. This helps the pupil to learn 
number in the concrete, and to recognize and 
make the symbol for the number. 

After several children have played, the class may 
decide from the numbers on the board who found 
the greatest number of plums. Allow several 
children to count the plums if they are uncertain 
as to the highest score. 

Actual doing is more important than observa¬ 
tion in this game. A pupil may add the total 
number found. The addition may be verified by 
the class or by several pupils counting the plums 
and comparing the results. 




50 


FIFTY NUMBER GAMES 


2. Multiplication Drill. 

When multiplication facts are to be drilled, vary 
the words of the rhyme and call the pie the 
^Uhree-times’^ or ‘‘two-times pie.’^ If a girl 
plays, call her Miss Horner and change the 
rhyme accordingly. 


Little Miss Horner 
Sat in a corner, 

Eating a three-times pie. 

She put in her thumb 
And pulled out a plum 
And said, ‘ ‘ What a fine three-times pie! ’ ’ 


Each plum is marked with a number, as 3, 6, 9, 
12, etc. If the pupil pulls out the plum marked 
18, she quickly replies: 3 X 6 = 18. If she can¬ 
not tell the answer, she places the plum hack in 
the pie. 

If she answers correctly, the plum is hers and 
may be taken to the desk. She then chooses a 
boy to be Jack Horner. 

After all the plums have been taken from the pie, 
the class calls 3, 6, 9,12,15, etc. The child hold¬ 
ing the proper number plum runs to the front of 
the room when his number is called. A big pie is 
formed (a circle) with the plums in proper order. 




FOE PEIMARY GRADES 


51 


Then the child having 3 says ‘‘3 X 1 = 3,’’ and 
runs and places his plum back in the pie. The 
child having 6 says, ‘‘3 X 2 = 6” and does like¬ 
wise. Continue until all the plums have been 
placed in the pie. . . 

Begin a new game with new players. 




52 


FIFTY NUMBER GAMES 


XXI 

PASSENGER TRAIN 

Material: Tag board for cutting into cards. 

Object; Drill of division or any of the four arith¬ 
metical processes. To stimulate the slow pupil. 

Projects; 1. Make tickets of tag board. Cut 2i/2 
by 1% inches. 

2. Mark a number combination on each ticket, 

such as 16 4 =. 

3. Draw a large passenger train on the black¬ 
board. 

Game: Draw a train of cars on the blackboard. 
Place chairs along the blackboard near the train. 
Arrange as in a train. 

Passengers are chosen, also a Ticket Seller, a 
Conductor and Brakeman. 

The passengers buy tickets from the Ticket 
Seller, get on the train and sit on the chairs. 

The Conductor comes through the car and col¬ 
lects tickets. 

He asks each passenger, Where are you go- 
ingU’ 




FOR PRIMARY GRADES 


53 


A passenger, looking at liis ticket, which says 
24 4 =, says, ‘ ^ I am going to 6 / ’ 

The Conductor looks at the ticket; if the answer 
is correct, he takes a number of blank tickets 
from his pocket, marks one with a 6 and gives 
it to the passenger. 

If the passenger fails to give the correct destina¬ 
tion (answer), the Conductor says, “This train 
is not going there. He stops the train and 
the passenger must get off and walk home. When 
all the tickets have been collected, it is time for 
the Conductor to call out stations. He examines 
the collected tickets. Suppose he sees 24 4 =, 

instead of saying or calling, “24-f-4 = 6 ,’^ he 
makes a new combination of numbers with 6 for 
the result. He calls “Station 3 X 2’’ or “Sta¬ 
tion 2 -|- 4,’’ or “Station 12 - 76 .” 

The passenger who has Number 6 ticket jumps 
up and gets oif at Station 6 . If the passenger 
fails to recognize his station (the combination), 
the Conductor steps up to him and says, “You 
must pay a forfeit.’’ He calls the Brakeman, 
who gives him a card containing problems re¬ 
sulting in 6 . 




54 


FIFTY NUMBEE GAMES 


The passenger works his problem on the train 
and when finished hands it to the Brakeman or 
Conductor. If correct, he can get off at the next 
station. If not, he keeps on trying until the 
train goes to the yards,’’ where he must pay 
another forfeit or go to prison. 

The pupils like this game very much and will 
work to keep out of prison. The slow pupil is 
usually stimulated to speed up his work. 

The cards and tickets may be kept from one day 
to another and new ones added when new com¬ 
binations are to be drilled. 


STATION 


STATION 

24^4= 


3X2= 






FOE PEIMARY GRADES 


55 


XXII 

POST OFFICE 

Material: Used envelopes. Paper for making en¬ 
velopes. Heavy crayons. A postal card rack. 

Object: Recognizing number combinations. Drill 
of same. 

Projects: 1 . Make envelopes of paper cut to a 
definite size. 

2 . Make sets of number combinations by placing 
one combination on each envelope. 

Game : Choose a Postman. Place the envelopes in 
irregular order (irregular according to the com¬ 
binations) in the postal card rack. 

Choose a child to go to the post office. The child 
asks the Postman, ^‘Any mail for Susan 
Twelve I ’ ’ 

'' Yes, ^' replies the Postman,'' You will find your 
letters in the rack. ’ ’ 

The child selects all the envelopes marked with 
number combinations making twelve. These 
need not be all in addition, but may include a 




56 FIFTY NUMBER GAMES 


few subtraction, division or multiplication prob¬ 
lems. 

Susan Twelve bands the letters to the Postman 
for his inspection. Those not correct the Post¬ 
man replaces in the rack. 

The child takes the letters to her desk. 

Johnny Fourteen, or any number, may go for 
his mail. 

Two or more children may go together to con¬ 
serve time. 




FOR PRIMARY GRADES 


57 


XXIII 

PUNCH THE TIME CLOCK 

Material: A toy clockface. This can be obtained 
from publishing bouses dealing in school sup¬ 
plies. 

Object : To learn the Roman numerals to 12. To 
tell time. 

Projects: 1 . Make a list of different kinds of 
clocks. 

2 . Cut pictures of clocks and watches from ad¬ 
vertisements. Mount upon cardboard and hang 
in the schoolroom. 

3. Make pictures of clocks. 

4. Construct a simple hall clock by folding a nar¬ 
row oblong box and pasting it. Stand up on the 
narrow end. Make a round clockface and paste 
it on the clock. Cut a long door in the clock. 
Fasten a string to a cylindrical-shaped wooden 
bead. Hang it in the clock for a pendulum. 
String can be fastened or tied to the top of the 
clock on the inside. 

5. Make toy watches. Copy the face of the watch 
from the clockface used in school. Cover the 




58 


FIFTY NUMBER GAMES 


back of the watch with tin foil, silver or gold 
paper. Hang around the neck with a string. 



6 . Make a wrist watch. Use gold or silver paper 
pasted on manila paper for the strap. Fasten 
with a paper clip. 




7. Make a time-table for a train or street car. 









FOR PRIMARY GRADES 


59 


8 . Make a time schedule showing what time you 

Arise in the morning. 

Go to school. 

Go home. 

Eat lunch. 

Play, etc. 

Go to bed. 

9. Make a time schedule for school activities. 

First bell. 

Tardy bell. 

Late bell. 

Changing classes for recitations. 

Recess. 

Dismissal. 

10. Make a time schedule showing how you would 
like to spend a Saturday. 

Game: Hang the toy clock upon the wall. Choose 
a large number of pupils to go to work in a 
store, office, factory, mill, etc., depending upon 
the class of pupils in the school. If in a mill 
district, the time clock in the mill is most fa¬ 
miliar. 

The workers enter the mill and ‘‘punch the time 
clock.’’ They look at the clock and write on a 
slip of paper the time entered and their names. 




60 FIFTY NUMBER GAMES 


The slip is handed to the Timekeeper—the 
teacher will have to be Timekeeper until the 
pupils become proficient. If correct, the Time¬ 
keeper marks O. K. on the slip. If incorrect, 
the worker must go back and do it correctly. 

When the workers pass out from work, they pre¬ 
sent a slip with their time of departure. For 
upper grades, Timekeepers may be appointed 
to figure how many hours’ work was done that 
day. The two slips are compared and a state¬ 
ment handed the worker, who has to have it veri¬ 
fied by the Manager (the teacher). 

Pupils enjoy entering and leaving work early 
and late, or returning several times during the 
day. This of course atfords opportunity for 
reading the clock often. After the pupils be¬ 
come proficient and can calculate the minutes, 
it is more worth while to use a real clock. The 
time not only varies for each pupil, but the time 
calculation seems more realistic. 




FOR PRIMARY GRADES 


61 


XXIV 


RAINBOW SPOOL 


Material : Empty spools dyed with one of the pop¬ 
ular dye products on the market. Use the six 
spectrum colors. A hard ball to roll on the 
floor. 

Object : To teach colors; special drill in multiplica¬ 
tion and addition when necessary. 

Projects: 1. Pupils obtain the spools. Go to the 
store for the dye. Keep account of the amount 
spent. 

2 . Make a poster to show the numerical value 
of each spool according to color. 


Green 4 

Blue 6 

Violet 7 


Red 2 

Orange 5 

Yellow 3 


Game ; Arrange the spools in the same position as 
used for Tumble Spool. Play in the same man¬ 
ner. If a player knocks over two yellow spools 
and one violet spool, he says 3X2 = 6 + 7 = 
13. The highest score wins. 




62 FIFTY NUMBER GAMES 


XXV 

SANTA CLAUS’ PRESENTS 

Material: A Christmas tree, boxes, paper, string, 
pictures, heavy crayon. 

Object: Rapid statement of number facts or com¬ 
binations in addition and multiplication for 
groups of pupils. Dramatization. 

Projects : 1. Bring small boxes to school and wrap 

them. Tie tags on pictures, paper dolls, animals, 
etc., for the tree. 

2. Mark each package with a number and process 
sign. 

3. Bring a Christmas tree to school and plan 
where and how to place it in the schoolroom. 

4. Bring specimens of different kinds of ever¬ 
green trees to school, also pictures of the same. 
Make a list of the varieties. Draw pictures of 
all or some of them. Study their growth and 
habitation. 




FOR PRIMARY GRADES 


63 


5. Make a large bag of cheap material for Santa 
Claus to carry on his visits. 

Game: Choose a Santa Claus. Let him make six 
piles of packages on the floor or table. 

He may then choose six Brownies to help pack 
his bag. 

Each Brownie must tell Santa Claus what is 
written on the packages in his pile. A Brownie 
selects a package with + 16 on it. He says 
9 + 7 = 16, and hands the package to Santa 
Claus, who places it in the bag. 

The Brownie is sent home if he fails to tell a cor¬ 
rect combination. Then Santa Claus chooses 
another helper. 

When the bag is packed, each Brownie runs home 
and chooses another Brownie to take his place. 
These new Brownies hop into Santa Claus ’ imag¬ 
inary sleigh and ride to the schoolhouse to trim 
the tree. 

Santa Claus gives a package to a Brownie. If 
the Brownie can tell the correct combination, he 
is allowed to hang it on the tree. 

If not, he must run home through the snow for 
another helper. 




64 FIFTY NUMBER GAMES 


When the tree is trimmed, Santa Claus drives 
off with his helpers, the Brownies. A group of 
children are chosen to come to the tree and select 
a Christmas package. The children telling the 
correct combination are allowed to take their gift 
home (to the desk). Those failing do not receive 
a gift. 




FOE PEIMARY GRADES 


65 


XXVI 

SAVE THE CHILD 

Matekial : Blackboard and chalk. 

Object: Rapid drill in multiplication and addition. 
Counting and reading of numbers. 

Projects : 1. Draw on the blackboard a picture of a 

fire-alarm box. Place a number on the box. 
Nearby draw several houses. Place a number 
above each door. Draw a picture of a child 
standing at one of the second-story windows. 

2. Cut ladders of paper. Write number com¬ 
binations on each rung of the ladder. 

Game: Choose a Fire Chief and several Firemen. 
A house catches fire. (Teacher or pupil draws 
flames.) A child runs to the fire-alarm box and 
turns in an alarm. He or another child strikes 

/ 

the proper number on a bell, or any piece of 
metal. If 8 is marked on the box, he of course 
strikes 8. 

The Fire Chief and the Firemen rush to the fire. 
The child who turned in the alarm informs the 
Chief that house number 256 is burning. 




66 FIFTY NUMBER GAMES 


The Fire Chief exclaims, ‘ ‘ Save the child! ’ ’ 

Firemen line up near the burning house. The 
Fire Chief places a ladder near the window. A 
tiny dab of paste will hold the ladder on the 
board.) The first Fireman plays he is climbing 
the ladder and repeats the number combinations 
written on each rung. He rescues the child (if 
he can say every combination correctly.) (Erase 
the picture of the child.) 

If the Fireman fails to give the correct answer 
to a combinaticm, he is said to have slipped from 
the ladder. 

Another Fireman takes his place. 

The Fire Chief exclaims, House 257 is burn¬ 
ing. The child is rescued from that house by 
the second Fireman. 

At the conclusion of the game the house burns 
down (is erased). 

Competitive Game: 1 . Two houses may burn and 
two Firemen attempt to rescue the children, one 
Fireman for each house. The Fireman first 
saying all the combinations correctly, rescues 
the child and is the hero. He may run to the 
other burning house and attempt to rescue that 
child before the slow Fireman does so. 




FOE PEIMARY GRADES 


67 


2. Two Firemen may attempt to rescue the same 
•child. Each Fireman, in turn, puts up his ladder 
and makes the attempt. 

















































































68 FIFTY NUMBER GAMES 


STORE GAMES 

The familiar game of Grocery Store may be varied 
pleasingly by introducing special stores throughout 
the year. The pupils like old games dressed up as 
new. The variety and novelty of the game increases 
the pupils’ interest and provides an impetus for 
greater motive power and creative ability. 

These new store games (XXVII to XLI inclusive) 
are adapted to the project method of teaching and 
can easily be developed as interesting and instruc¬ 
tive material. 

After a series of Store Games have been planned 
and successfully carried out, it is an excellent plan 
to announce a definite day for a special store. 

The pupils enjoy the anticipation. It is an induce¬ 
ment for the collecting of more material and an aid 
in the orderly organization of the teacher’s program. 

At a certain stage in all the store games it is well 
to encourage the customers to pay too much and 
receive change. This is a help in addition and sub¬ 
traction. 




FOR PRIMARY GRADES 


69 


XXVII 

APPLE ORCHARD 

Material : A small bale of cotton. Red, yellow and 
green tissue paper. Three or four small tree 
branches. String for tying. A half-peck and a 
quarter-peck measure; also a bushel basket if 
available. 

Object: To teach dry measure terms, the dozen, 
and division. 

Projects: 1 . Make apples for the tree. Cut the 
tissue paper into three-inch squares. Place a 
small wad of cotton in the center of the square. 
Crush the paper around the cotton and tie at the 
top for an apple. Hang on the tree branches to 
make the apple tree. Any number of trees may 
be used. 

It will be found practicable to utilize the sand 
table and stick the branches in the sand. The 
trees may be arranged in rows, a given number 
in each row. 

2. Make a price sign for the orchard. 




70 


FIFTY NUMBER GAMES 


Apples 


Apples 

25 i 


50 4 

dozen 


peck 


3 . Study varieties and colors of apples. Also 
their development and growth. 

4. An excursion to an orchard. 

5. A written or oral report of the same. 

Game: A pupil is chosen for the Farmer. The 
Buyer goes to the farm or orchard. He reads 
the price sign. He selects his apples. The 
Farmer allows him to measure his apples, if he 
is buying by dry measure. If by the dozen, he 
counts the apples and the Farmer verifies his 
) count. He pays the price with toy money, or 

he can write a check, as in the Ready-to-Wear 
Store Game (XXXIX). 






FOR PRIMARY GRADES 


71 


XXVIII 

BAKERY SHOP 

Material: Pictures of pies, cakes, muffins, cookies, 
bread, etc. Cardboard or tablet backs. Paste. 
Tag board. 

Object : To teach counting of objects and the four 
arithmetical processes through play. The term 
dozen, also names of coins used in paying for 
purchases. 

Projects : 1. Pupils cut and mount pictures of pas¬ 

try found in the advertisement section of well 
known magazines. 

2. Make price tags of tag board. 

3. Visit a bakery shop. 

4. Write or relate the trip. 

5. The materials used in bread making. 

6. Different kinds of flour. 

7. Trace the grain from the field to the mill. 

8. Model cakes and bread out of modeling clay. 

9. If possible, make arrangements with the Do¬ 
mestic Science teacher for the use of her room 




72 FIFTY NUMBEE GAMES 


in order to give the class an experience in ac¬ 
tually making and baking biscuit or cake. 

Game: The opening of the store is a great event. 
Not only are the pictured eatables displayed 
upon the blackboard sill, but upon a table or 
desk are found wonderful, enticing boxes (empty 
of course), of a popular brand of cakes. Upon 
another table are shown wax paper bread wrap¬ 
pers looking as if the bread were ready to be 
taken out of the wrappers. 

The pastry shop requires one Shopkeeper and 
a Clerk for each counter or table, thus giving 
more than one child a chance to work in the shop, 
boys and girls playing together. 

Each Clerk wears a white apron brought from 
home, or made at school out of a clean dusting 
cloth or white crepe paper. The Shopkeeper 
or Owner wears a white cap made of paper. 

The Clerks mark the prices as suggested by the 
Shopkeeper. Prices are marked on the black¬ 
board above the pictures, and placed upon tags 
upon the boxes and bread. This is an excellent 
aid in the recognition and writing of numbers 
for beginners. 




FOR PRIMARY GRADES 


73 


The customers select their bread, etc. The Clerk 
makes a bill and the customer pays with toy 
money. 


Bakery Shop 

Clerk No. 9 

Dec. 1,1927 

Sold to 

(Name of Child} 

1 Cake & 50 d 


2 Pies ©- 30d 


<3Butis l6<tdoz. 


41Volls <S- 24 <t doz. 


i Lemon Cake @^4*0 ± 


i Apple Tart @-20^ 

























74 FIFTY NUMBEE GAMES 


XXIX 

CANDY STORE 

Material: Jars for toy or make-believe candy. 
Waxed and tissue paper. Buttons, bits of wood, 
chalk, thick pegs, etc. Empty candy boxes and 
cartons. A pair of small scales. 

Object: To teach pounds and ounces through the 
use of scales. Also the term dozen and fractions 
of a dozen. Counting and use of money. 

Projects: 1. Plan a candy store. Use the front 
desks, the kindergarten table and the window 
sills for display counters. 

2. Pupils collect candy boxes and fill with thick 
pegs or small pieces of chalk wrapped in colored 
waxed paper. Cut each paper according to a 
definite size. 

3. Small buttons may be wrapped in tin foil and 
placed in glass jars. Clothespins wrapped in 
colored tissue paper make attractive ''sticks of 
candy. ’ ’ 




FOE PRIMARY GRADES 


75 


4. Kernels of corn and acorns wrapped in paper 
and placed in a large can or box make ideal 
candy for weighing. 

5. A cornucopia made of paper and filled at the 
top with cotton makes a fine ‘ ‘ ice cream cone. ’ ’ 

6. Make paper bags for candy. Cut the paper 
8x6 inches, fold in half and paste along the two 
sides. 

7. Let the pupils mark and label the candy jars, 
etc. 

Game: Played the same ^s the other store games. 




76 FIFTY NUMBER GAMES 


XXX 

CASH REGISTER 

Material: Toy money or different sized buttons 
with paper marked Ic, 5c, 10c, or 25c, etc., pasted 
on them. A toy cash register. If not available, 
a box divided into various compartments will 
serve. 

Object: Recognition of coins and bills through 
usage. 

Proper placing of the dollar and cent marks. 
Training in classification. 

Multiplication and column addition. 
Cooperative group work. 

Busy work for single groups. 

Following directions and carrying out an assign¬ 
ment. 

Projects : 1. Assign a group to investigate the use 

of a cash register. A friendly and interested 
patron of the schools who is in business will no 
doubt consent to a visit to his store for this pur¬ 
pose. 

2. Divide the class into groups and ask each 
group to list as many business places using cash 
registers as possible. 




FOR PRIMARY GRADES 


77 


Cash Register Receipts 



Coins 




Paper 

Money 



Penny 

Nickle 

Dime 

Quarter 

Half 

Dollar 

Dollar 

$ 

1 

% 

2 

$ 

5 

10 

$ 

20 

$ 

50 

97 

127 

239 

132 

57 

173 

67 

52 

6 

12 

6 

3 

Total 

Total 

Total 

Total 

Total 

Total 

Total 

Total 

Total 

Total 

Total 

Total 














3. Assign a group after a store game to take ac¬ 
count of the money in the cash register and tab¬ 
ulate it as illustrated. 


4. Groups are later assigned as accountants. 
They count each sum of money itemized and 
check the correctness of the statement of the 
group assigned to Project 3. For instance: 
First group counts and verifies the pennies. 
Second group counts and verifies the nickels. 
Third group counts and verifies the dimes. 
Fourth group counts and verifies the quarters. 

Game : The game is disguised as Projects 3 and 4. 



















78 FIFTY NUMBER GAMES 


XXXI 

FLORIST SHOP 

This is an excellent game for spring or fall, when 
real flowers can be obtained. In winter artificial or 
pictured flowers and plants may be used. Use small 
scales for weighing. 

Material: Real or artificial flowers. Pictures of 
flowers. Jars and vases for flowers. Seeds and 
acorns. 

Objects : 1. To teach the use of the word dozen, and 
fractions of a dozen. 

2. To teach buying and selling through the use 
of toy money. 

3. To teach ounces and pounds by actual weight, 
using the bulbs and seeds. 

Project: Collect flowers; study their plant life, 
names and colors. What flowers bloom during 
the different seasons. Collect seeds. Plant 
seeds and take care of them. Watch growth of 
plants. 

1. Plant geranium slips and grow in the school¬ 
room. 




FOR PRIMARY GRADES 


79 


2. Measure the height of various flowers. 

3. Find the smallest leaf, the largest leaf and 
measure them in inches. 

4. Count how many different flowers grow in the 
woods. 

5. Count how many grow in your garden or your 
neighbor’s garden. 

6. Make play bulbs for the store. Take a wad 
of cotton and wrap a 2%-inch square piece of 
brown paper around it. Tie at the top. Use 
for hyacinth bulbs in the store. 

7. Find acorns and use for make-believe crocus 
bulbs. 

8. Select a group of pupils to arrange the flow¬ 
ers. Another group to label them and a third 
group to mark the prices. Prices should be so 
calculated that they can be divided evenly for 
fractions of a dozen. 

Game : Select a Florist and one or two Helpers. A 
group visits the shop and buy the flowers. En¬ 
courage pupils to buy % of a dozen. The 

Florist must calculate the price according to 
the price per dozen. A buyer selects and counts 




80 


FIFTY NUMBER GAMES 


his choice of flowers; he pays with toy money. 
He may receive a bill for his purchase. 

All bulbs should be sold at dozen rates and the 
fraction of a dozen calculated by the Florist or 
Clerk. Seeds may be sold by weight or package. 




FOE PEIMARY GRADES 


81 


XXXII 

FLOWER GARDEN 

Material, : Sand table. A flower catalogue. Tooth 
picks and twigs. Toy money. 

Object : Special drill in division and fractions of a 
dozen. Drill in multiplication. Counting money. 
Recognition of flowers. Spelling names of 
flowers. 

Projects: 1. Make a flower garden. Cut flowers 
from the catalogue. Cut flowers free-hand. 
Paste the short-stemmed ones on tooth picks, the 
tall flowers on long twigs. 

2. Study varieties of flowers, tall and low ones, 
also colors of flowers. 

3. Arrange in the flower garden according to 
variety. If the flower garden game is to be 
played for several weeks, it will be interesting to 
sow grass seed or wheat in the garden to add to 
the realism. 

4. Make small price signs according to measure; 
4% X 3 inches is large enough. Paste on sticks 
and place in the sand table among the flowers. 




82 


FIFTY NUMBER GAMES 


1 


i 


Asters 


I\oses 

36 cts 


6 

a 


cents 

dozen 


apiece 


11 


Game ; Appoint a Gardener. Several children visit 
the garden and select flowers. A child buys four 
roses. He asks the Gardener the price. The 
Gardener says, ‘‘One rose, 6 cents. Four roses, 
4X6 cents, are 24 cents. ^ ’ Or he may multiply 
mentally and say, “Twenty-four cents.’’ The 
buyer uses toy money to pay the Gardener. 

Another Gardener is chosen. This time the pu¬ 
pil buys a half-dozen asters. The Gardener al¬ 
lows the buyer to pick his asters. (To test the 
pupil’s knowledge concerning how many in a 
half dozen.) The Gardener calculates the price 
on the basis of one dozen. Each buyer is allowed 
to take his flowers to his desk. 







FOR PRIMARY GRADES 


83 


XXXIII 


FIVE-, TEN- AND TWENTY-FIVE CENT 
STORE 

Material: Yard sticks for measuring. Materials 
found in a Five and Ten-Cent Store, such as 


Dishes 

Pans 


Souvenir postal cards 
Nails and tack boxes 
Buttons and thread 
Candy boxes 


Hammers 

Toys 

Pictures 

Books 


Ribbon paper 
Strings of beads 


Object: 1. To teach the terms dime, nickel and 
quarter. To drill multiplication facts with em¬ 
phasis upon the 5 and 10 multiplication tables or 
combinations involved in the two tables. 

2. To give an opportunity for group work to a 
large number of pupils. To keep pupils busy on 
profitable busy work while a section of the class 
is reciting. 

3. To teach the terms width and length. 




84 


FIFTY NUMBEE GAMES 


Projects : 1. The class may take a trip to the ten- 
cent store. Pupils may then write lists of the 
merchandise seen there and the prices. Select 
one article from the list and bring to school for 
the store. 


2. Make sales books out of scrap paper. Paste 
or sew together at the top. 

3. Make toy nickels, dimes and quarters. Paper 
milk-bottle covers cut to the correct size may be 
used. Cover the coins with silver paper and 
paste and mark correct value on each. 


4. Make a sign list of the various departments in 
the store, as 


1. Postal Card Dept. 
9. Candy Dept. 

6. Toy Dept. 

7. China Dept. 

3. Dry Goods Dept. 


2. Souvenir Dept. 

4. Eibbon Dept. 

6. Hardware Dept. 

8. Jewelry Dept. . 
10. Music Dept. 


5. Number each department on the sign. Hang 
the sign at a prominent place near the store en¬ 
trance. 


6. Make signs for each department. 

7. Arrange store according to departments. 




FOR PRIMARY GRADES 


85 


8. Assign a Clerk to each department. Give a 
sales book to each Clerk. Put number of depart¬ 
ment on it. 

9. Obtain ribbon paper from department stores 
selling ribbon. This paper is wrapped with the 
ribbon around the spools or ribbon bolts. The 
material is useful for teaching width and length, 
as it varies according to the width of the ribbon. 
Often an interested clerk will save bolts and 
ribbon paper for school use upon request. 

Printing establishments usually have an abun¬ 
dance of ^‘ribbon papercut from margins and 
edges of paper. These strips are not so long 
as the ribbon paper obtained from department 
stores, but are useful in teaching short lengths. 

A wall-paper dealer cuts the edge from each 
side of the paper before using it. This is always 
narrow and comes in very long lengths. It rep¬ 
resents waste paper to the merchant, but a gold 
mine of possibilities to the teacher. It can be 
used also as lace for the dry goods department. 

10. Measure the ribbon paper and roll it around 
the ribbon spools or bolts. 

11. Design patterns for fancy ribbon and for 
lace. 




86 


FIFTY NUMBER GAMES 


(§)©(§) 


(DO) 

(®)(§)@ 

©(§)(§) 


®(D 

©(§)(§) 


(D(D 


Pearl Duttons Buttons 

SOcts. doz. 25cts« doz. 


Hardware 

nothing 

over 

5.l0,25cts. 

Lace 

Narrow width 
Sets. yd. 

Nothing 

over 

5-10- 

&.25cts. 



Wire 

2 ft. for 25cts. 






















FOR PRIMARY GRADES 


87 


Use the wide widths. The class may draw col¬ 
ored patterns in border fashion on the strips of 
paper. 

The colored patterns can he made very attrac¬ 
tive and will be in great demand in the toy store. 

Paper Ribbon Designs 

rw 

Price 10 Cts. Yd. Price 25 Cts. Yd. 

12. Sew a dozen or half-dozen buttons on a card. 

If buttons are not available, pupils may cut dif¬ 
ferent sized and colored buttons out of colored 
paper or thin cardboard. Paste on cards. Mark 
two or four small dots for holes in each button. 

The early beginner will enjoy coloring buttons 
cut from manila paper and pasting them on 
cards. The buttons may he made in different 
sizes and shapes. 

Small button molds are inexpensive and can be 
used also. 

13. Make price signs for the merchandise. 









88 


FIFTY NUMBER GAMES 


Game: A pupil enters the store and consults the 
sign list for the department he wishes to visit. 

A Floor Walker stationed near the door may 
help him if necessary. 

The pupil makes his selection. The Clerk cal¬ 
culates the price. He may give the pupil a sales 
slip or bill. The buyer pays with toy money in 
nickels, dimes or quarters. He takes his pur¬ 
chase home. Encourage making change. 


Candy 
Dept. 
No. 9 

Souvenir 
Dept. 
No. 2 

Ribbon 
Dept. 
No. 4 


Toy 
Dept. 
No. 6 










FOR PRIMARY GRADES 


89 


XXXIV 

FRUIT STORE 

Matekial: Pictures of fruit. Yellow, orange and 
red tissue paper or thin cheesecloth. Cotton 
wadding. 

Object : To teach and demonstrate in a visual and 
practical manner the term dozen, as well as frac¬ 
tions of a dozen. Distinguish form, color and 
names of fruit. 

Projects: 1. Arrange a fruit store. Cut pictures 
of fruit from advertisements, seed and nursery 
catalogues. Mount and display upon the black¬ 
board for the store. 

2. Make toy fruit as described in the Apple Or¬ 
chard Game. 

3. Mark the price of the fruit on signs. Cut signs 
according to a definite measure. 

4. Learn where oranges, lemons, bananas, etc., 
grow. 

5. How the fruit travels or is shipped to the fruit 
dealer. 




90 


FIFTY NUMBEE GAMES 


Game : The Clerk marks the prices of the fruits ac¬ 
cording to the dozen. The customer purchases 
a fraction of a dozen and the Clerk calculates the 
price, the customer verifying the correctness of 
his statement. Use toy money. The prices of 
the fruit for beginners may be marked according 
to the price of the individual fruit. This aids in 
making multiplication more concrete, for the 
cost must be calculated by the Clerk by multi¬ 
plying the price of one item of fruit by the num¬ 
ber purchased. This avoids monotonous mul¬ 
tiplication drill. 


Oranges 
59 cts. 
doz. 





FOR PRIMARY GRADES 


91 


XXXV 

LEMON GROVE 

This game is played the same as Orange Grove. 
Cut lemons and hang on the tree. The Object and 
Project are the same as for the Orange Grove, the 
lemons taking the place of oranges. 


25 cts. 
for 

Lemons 
a doz. 





92 


FIFTY NUMBER GAMES 


XXXVI 
MILK DEPOT 

Material, : Glass milk bottles in the half-pint, pint, 
and quart size. The sanitary paper cartons used 
by some milk dealers are also very useful. Sand 
or sawdust for measuring. Water is the most 
desirable and practical thing to use to represent 
milk, when care is taken to prevent spilling. 

Object: To teach liquid measure by actual usage 
and measurement. Also the terms used in the 
same, such as half-pint^ pint, quart and gallon. 

Projects : 1. Trace the purchase of a bottle of milk 

from the dealer to the farmer and its source. 

2. For older pupils the proper care of milk by 
the farmer and dealer until it reaches the con¬ 
sumer. 

3. Milk as a food for health and strength. 

4. Plan and arrange a Milk Depot or section of 
a store selling milk. 

5. Make a price sign as illustrated. 

6. Make a Good Health Poster with Milk as the 
topic. 




FOE PRIMARY GRADES 


93 


Game: Choose a pupil to sell milk. A number of 
pupils may go to the Dealer for their supply. 
The Dealer measures the milk into the bottles 
while the customer waits. The pupils pay with 
toy money. 

Sometimes as a test allow the pupils to measure 
the quantity they wish to purchase. Also to cal¬ 
culate price for same. 

Change the Milk Dealer often in order to give 
every pupil of the section of the class taking part 
a chance to measure the quantity and distinguish 
the difference in the sizes of pints, quarts, etc. 



















94 FIFTY NUMBER GAMES 


XXXVII 

ORANGE GROVE 

Material; Oranges cut from advertisements. A 
small branch of a tree. Sand table. 

Object; Drill in the terms dozen and fractions of 
a dozen. 

Projects; 1. Pupils find and cut out advertise¬ 
ments of oranges. Draw a thread through each 
orange and tie in a knot. 

2. Pupils bring branches of tree. Hang oranges 
on the branches. 

3. Make a large sign and place in the orange 
grove. 

4. Find information through reading and pic¬ 
tures about how and where oranges grow. 

5. Also how oranges are packed and shipped to 
distant cities. 

6. Write an account of an imaginary trip to an 
orange grove. 

7. An account of a trip to a packing house. 




FOR PRIMARY GRADES 


95 


Game : Play in the same manner as the Flower Gar¬ 
den. The buyer, purchasing a dozen or fraction 
of a dozen, picks the correct number from the 
tree. 


_J_ 

Oranges 

cents 
a dozen 

T 





96 


FIFTY NUMBER GAMES 


XXXVIII 

PEACH ORCHARD 

This game is played the same as Apple Orchard. 
Pupils make peaches out of cotton and tissue paper. 

Object and Projects are also the same. 




FOE PRIMARY GRADES 


97 


XXXIX 

READY-TO-WEAR STORE 

Material : Yardsticks and tape measures. Pictures 
of suits, dresses, blouses, coats, etc. 

Object : To teach more complicated measuring and 
the terms inches, feet and yards. 

Projects: 1. Arrange a Ready-to-Wear Store. 

2. Cut pictures of clothing, mount and hang 
about the schoolroom. 

3. Make price tags. 

4. Make check books and sales pad out of scrap 
paper. Measure each sheet for uniform size. 

Game: The schoolroom is divided into various de¬ 
partments, such as dress, suit, coat, skirt, boys^ 
suits, etc. Several Clerks are chosen and given 
a certain department. The Clerks use yardsticks 
and tape measures and may also be provided 
with a pad to mark the measurement, or the 
blackboard may be used. It is interesting to pro- 




98 FIFTY NUMBEE GAMES 


vide sales books and ask the Clerks to make out 
a simple slip, such as 

1 coat.$ 10.00 

1 dress. 5.00 


Total .$ 15.00 

This is an excellent disguise for teaching not 
only arithmetic but also spelling. 

The prospective customer enters the store, and 
states the items of apparel he wishes to purchase. 

A Floor Walker at the door directs him to the 
proper department. The position of Floor 
Walker is excellent training for the timid pupil. 

The Clerk takes the customer’s measurements. 
Sometimes a dull pupil is assisted in this by the 
Head Clerk. The Clerk, after taking the meas¬ 
urements, decides what size will be correct. The 
customer is shown several models and makes 
his choice. He pays the Clerk after he receives 
his bill and then takes his purchase home. 

Sometimes the customers bring toy money and 
pay with it; or they bring button money and 
count out the price, the size and color of the 








FOR PRIMARY GRADES 


99 


buttons representing different values. This is 
excellent drill in correct counting with objects. 

The pupils, after learning to count and write 
numbers, enjoy making their own money with 
milk-bottle labels or cardboard and tin foil. 

Writing checks for their purchases is often more 
interesting than making toy money. Odd scraps 
of paper are saved from day to day. Pupils cut 
these into uniform size. Small booklets or check 
books are made by pinning papers together. 

The pupils may write a check when making a 
purchase. At first this may be made very simple, 
making the figure and writing cents or dollars. 


l^jJbunrL/: 


Later a more difficult form may be used, such as 


Pay Henry Brown $ 2.00 

Two Dollars 

James Hall 






100 FIFTY NUMBEE GAMES 


Still later teach writing the town and date, and 
attempt to use the form illustrated below. 









FOE PRIMARY GRADES 101 


XL 

SHOE STORE 

Material: Pictures of shoes. Different sizes of 
shoe boxes. Rulers. 

Object : Counting and recognition of inches 
through actual measuring. Buying and selling. 

Projects : 1. Arrange a shoe store. 

2. Cut pictures of shoes from advertisements. 

3. Bring to school different kinds of shoes, as 
slippers, oxfords, walking shoes, boots,^ etc. 

.4. Bring different sizes of shoe boxes. 

5. Study the materials used in making shoes. 

6. How these materials are obtained. 

Game : The store is arranged by placing the kinder¬ 
garten chairs or benches back to back as in a 
shoe store. The Clerk’s stool or chair should 
face the customer. Several Clerks are chosen 
_ for this game. 

The customer places his foot upon the ruler and 
the Clerk marks upon the floor or ruler the 
amount measured. The Clerk counts the inches. 




102 FIFTY NUMBEE GAMES 


and the customer verifies his accuracy by also 
counting. Then the Clerk brings for selection 
several shoes marked the corresponding number 
of inches. The customer makes his selection and 
pays as in the preceding game. 













FOR PRIMARY GRADES 103 


XLI 

TAKING ACCOUNT OF STOCK 

Material: That used in any of the store games, 
especially the Five- Ten- and Twenty-five Cent 
Store. 

Object : Learning to use a tape measure and yard¬ 
stick through practice. 

Learning the dollar and cent marks through ac¬ 
tual usage. 

Placing the correct point when writing sums, 
as $1.35, etc. 

Training in classification. 

Column addition and multiplication emphasized. 
Cooperative group work. 

Following directions and carrying out an as¬ 
signment. 

Seat work for single groups. 

Training in writing and spelling. 

Projects : 1. Assign a group or one pupil to take 

account of the stock of merchandise in the hard¬ 
ware department. Each pupil makes a list. All 




104 FIFTY NUMBER GAMES 


lists are compared and inspected by the man¬ 
ager or owner of the store. The best list may 
be displayed. 

2. Assign another group to take account of the 
stock in the toy department, etc. 

These groups may work at the same time or they 
may be divided into various time shifts during 
the school day. 


Complete Amoutit of Stock. 


Article 

Price 

Amonnt 


Total 

Postal Cards 

6 for5<t 

7idoz. 



Tablets 


2idoz. 



Pencils 

2 for5<t 

6 doz. 



Candy Jars 

(S' 2Sa 

12doz. 



Nut Candy 

(S 10« 

lUlbs. 



Chocolate Candy 

(S25<i;lb. 

20 lbs. 



I^ace (wide) 

15 It yd. 

5iyds. 



Lace (narrow) 

1 5 yd. 

6 yds. 



Dolls 

©10 <t 

1 doz. 



Drums 

@25 C 

27doz. 



Towels 

@25 d 

Sidoz. 



Aope 

© 5 d n. 

11 yds. 























FOR PRIMARY GRADES 105 


The pupils never tire of such arithmetic drill 
dressed or disguised as projects. They enjoy 
these motivating lessons, since this method takes 
away the monotony and gives them a real reason 
for arithmetic. 

3. Assign a group to take account of all the stock. 




106 FIFTY NUMBER GAMES 


XLII 

TELEPHONE EXCHANGE 
Material : Toy telephone. 

Object : To teach pupils to read numbers contain¬ 
ing several digits. Writing numbers and words. 
Spelling. 

Projects: 1. Make telephone books. Use scrap 
paper and write in the book the name and num¬ 
ber assigned each pupil, also house number and 
street. 

2. Include names of stores, as Grocery, Florist, 
Fruit Store, Bakery, etc. School telephone, 
school nurse and nearest fire alarm station may 
be added. 

If possible arrange in alphabetical order. 

3. Make a card, according to measure, containing 
the different stores^ telephone numbers. 

4. Use a tablet back and make a memorandum 
card of persons frequently called by telephone in 
the home. Decorate with simple border pattern 
in crayons. Take the card home for parents’ 
use. 




FOR PRIMARY GRADES 107 


Game : Assign a number to each pupil. 

A child goes to the telephone and calls a number. 

All the pupils are listening for the number. The 
child whose number is called plays he has a tele ¬ 
phone at his desk. 

A conversation takes place. 

‘ ‘ This is number 3467 speaking. Is that number 
5985 ?’’ 

‘‘Yes, this is number 5985.” 

Or, “No, this is number 9382. Central gave you 
the wrong number.” 

“I want to ask you, can you tell me how many 
threes in 36?” 

If the player answers correctly, he has a turn to . 
call some one. 

Change the conversation and call the bakery and 
inquire the prices of pastry. 

‘ ‘ How much are doughnuts a dozen, Mr. Baker ? ’ ’ 

‘ ‘ Twenty cents. ’ ’ 

‘ ‘ Send me a half dozen. How much is that ? ’ ’ 
“Ten cents. I will send the bill for ten cents. 
Thank you.” 




108 FIFTY NUMBER GAMES 


The Baker has a turn to call some one for an 
order. If he made a mistake in his calculation, 
he loses a turn. 


Florist 

4739 

Bakery 

257 

Milkman 

9606 

Fruit Store 

59 

Drutf Store J906, 

Grocery 

107 





FOR PRIMARY GRADES 109 


XLIII 

THE FARMER AND THE FOX 

Material: Tag board for cutting. Heavy crayons. 

Object: Quiet drill game at the desks in division. 
Correct language expressions. 

Projects: 1. Cut number cards x 2% inches. 
Plan how many cards of this size can be cut 
from a regular sized sheet of tag board. 

2. Mark a number on the cards and the division 
sign, or write a division problem on each card. 

Game: Pass cards to the pupils at the desks, one 
card to a child. 

Choose a Farmer. The Farmer walks up and 
down the aisles and stops where he pleases. He 
says to a pupil, ‘ ^ Fox, have you been eating my 
sheep 1 ^ ’ 

Pupil looks at his card and says, ‘‘No, I am not 
a Fox. I am 24-^3 = 8.’^ If the pupil gives 
the wrong answer, the Farmer says, “You are 
a Fox.” 




no FIFTY NUMBER GAMES 


He raises his hand, aims and says, ^‘Bang,^’ 
and the Fox is dead. 

The Farmer then looks for another Fox. This 
game never fails to win enthusiasm from the 
pupils and certainly avoids tedious drill at the 
blackboard. It can be played rapidly and thus 
conserve time, 




FOE PRIMAEY GRADES 111 


XLIV 

THE HEN AND THE HAWK 

Matekial: Cardboard. Ball of twine. 

Object : Initiative in dramatization. Development 
of mental power and ability to solve number 
combinations quickly. A chance for the slow 
pupil to speed up his work. 

Project : Cut cardboard tags, size 3% x 2% inches. 
Punch a hole in each one with a regular punch 
or blunt nail. Paste or write a number on each 
tag. 

Measure 18 inches of twine for each tag. Draw 
through the hole and tie in a knot. 

Game: Choose a Hawk and a Mother Hen. The 
Mother Hen chooses six Chickens. Their coop 
is under the sand table or desk. The Hawk lives 
in a tree near the chicken coop. 

Dramatize the game and encourage free expres¬ 
sion from the players. 

Mother Hen [holdmg the cards]. Come here, 
chickens. I have a name for each one of you. 

[The Chickens fig to Mother Hen.] 




112 FIFTY NUMBER GAMES 


Mothee Hen. Your name is 12 [putti/ng the 
card around the player^s necW], Your name is 
24. Let us hunt for worms. Chick, chick. 
Chickens. Peep, peep! [They follow 
Hen.] 

Hawk [flies to Mothee Hen with a rush']. I 
have come for your chickens. 

Mothee Hen. You cannot have them. Go away. 
Hawk. I will not go until you tell me the name 
of each chicken. 

Mothee Hen [flying to a Chicken and pointing]. 
This is 12. 

Hawk. Tell me the whole name. 

Mothee Hen. 4 X 3 = 12. 

The Mother Hen flies to each chicken and tells 
its name. If she fails to tell the whole name 
[combination] correctly, the Hawk says, ‘‘This 
is my chicken. You did not know its name.^^ 

The Hawk carries off all the Chickens the Hen 
forfeits. 

A new group of players may be chosen and the 
game continued as before. 




FOR PRIMARY GRADES 113 


XLV 

THE HUNGRY RABBIT 

Material : Green paper for cutting. One-half sheet 
of stiff white or brown cardboard. A small 
block of wood about 7x5x6 inches. Tacks or 
paste. 

Object : Drill in multiplication for the slow pupil. 
Dramatization for the timid pupil. 

Project: Cut green cabbage leaves out of paper. 
Write a multiplication combination on each leaf. 

Cut a rabbit out of stiff cardboard. Make a slit 
in the cardboard for his mouth. Tack the rabbit 
to the broad face of the block, or make a groove 
in the center of the block and paste the rabbit 
in the groove. 

Game: Place the Rabbit on the table. Choose a 
child to stand near the Rabbit and imitate him. 
Distribute the cabbage leaves among the class. 

A pupil goes to the Rabbit and asks, ^^What is 
the matter. Rabbit U’ 


The Rabbit replies, am hungry.’’ 




114 FIFTY NUMBER GAMES 


( 



Child says, “I brought you some cabbage leaves 
to eat. I will feed you. ’ ^ 

‘‘Thank you,’’ replies the Rabbit. 

The child tells the number combination before 
putting the cabbage leaf in the Rabbit’s mouth. 
[The leaf goes through the Rabbit’s mouth and 
falls behind him.] The child feeds all his leaves 








FOE PEIMAEY GRADES 115 


to the Eabbit. If the child fails to tell the cor¬ 
rect answer, he gives his cabbage leaves to an¬ 
other child. 

The Rabbit says, ‘‘Thank yon,’’ after he is fed. 

Another player comes to the Rabbit and the 
same conversation takes place between them. 




116 FIFTY NUMBER GAMES 


XLVI 

THE ORGAN GRINDER 

Oh, come now and do not wait! 

The organ grinder is by the gate. 

See the monkey dressed so gay! 
Hear the merry organ play! 

Here’s a penny for your play. 

* Thank you, ’ ’ nods the monkey gay. 
‘^We’ll be back again some day, 

Then for you we’ll dance and play! ” 


Mateeial: a large cardboard box. A toy music- 
box. A piece of tape about a yard long. Toy 
money, five- and ten-cent pieces. 

Object: To drill counting through play. Special 
emphasis on counting by fives and tens. 

Pkoject: Make an organ grinder’s music-box. If 
a toy music-box with a handle is available, use it. 
Cut an opening in the side of the cardboard box 
for the handle to slip through. The player may 
turn the handle and make the music. If a toy 
music-box is not available, run a piece of heavy 
wire through the sides of the box. The ends of 
the wire should project from each side. The end 




FOR PRIMARY GRADES 117 


of the wire projecting from the right side of the 
box should be twice as long as the wire on the 
opposite side. Bend the long end for a handle. 
Bend the short end to prevent it slipping 
through the box. 

The tape is run through the top of the box for a 
strap to carry the organ around the player’s 
neck or shoulder. 

Player turns the handle and sings. 

Game: Choose an Organ Grinder and a Monkey, 
also several children to give money to the Mon¬ 
key. The players suit the action to the words. 
After the money is dropped in the Monkey’s 
cap, the Musician counts it. He counts the 
dimes by tens and the nickels by fives. He then 
totals the result. The pupils enjoy this game 
at recess and during an indoor period. 




118 FIFTY NUMBER GAMES 


XL VII 

THE KNIGHT ^S SHIELD 



Matekiai. : White cardboard. Red and blue paper. 

Object: Rapid drill in the four arithmetical proc¬ 
esses. Helpfulness towards others. 

Projects : 1. Study shields and their origin. 

2. Bring pictures of shields to school. 

3. Cut a shield according to pattern. 







FOE PEIMAEY GRADES 119 


4. Plan one large shield to be cut out of a given 
sized piece or sheet of cardboard. 

5. Cut stars of paper. 

6. Study the subject of knighthood. 

7. Bring pictures of knights to school. 

8. Why can Washington be called a knight? 

9. If used for Lincoln's birthday, have the class 
study the question; Why can Lincoln be called 
a knight? 

Game: Draw a large shield on the blackboard. 
Scatter number combinations on the shield. 
Choose a pupil to be a knight. Let him stand 
near the shield. 

A pupil goes to the Knight and says, “I want to 
be a Knight. ’ ^ 

First Knight answers, ‘‘You must first conquer 
these problems.’’ 

The First Knight points to a problem and the 
pupil gives the answer. If correct he draws a 
star around that combination. He continues 
until the shield is filled with stars. The Knight 
then gives him a small red, white and blue shield 
to wear, and now he is a Knight. If the pupil 




120 FIFTY NUMBER GAMES 


fails to tell a correct answer he must return to 
his desk. He has not won a shield. 

A new shield is drawn and new combinations 
placed upon it. Another pupil contests for the 
shield. The pupils dislike to return defeated. 

The slow ones may often be stirred to mental 
activity by this contest when other means fail. 

After the game the Knights parade about the 
room to martial music. Then each Knight 
chooses a pupil who has failed to win a shield 
and, going to different places at the board, helps 
him to review the combinations. 




FOE PRIMARY GRADES 121 


XLVIII 

TOSS AROUND THE RING 

Material: A soft ball or bean bag. 

Object : To increase speed in multiplication or any 
of the four arithmetical processes; to cultivate 
physical poise and judgment of distance. 

Projects : 1. Go to a store and learn the prices of 

balls, also get various kinds of balls. 

2. Cut cloth according to measure; sew bean 
bags; buy beans; learn the terms pint, quart 
and pound. If an advanced grade pupil can cal¬ 
culate the amount of cloth needed to make each 
pupil a bag, he may collect money from each pU' 
pil, keep an account, go for samples, compare 
kinds of cloth and purchase material. 

Game: Let the pupils form a ring. The Leader 
stands in the center and calls ‘ ‘ four sixes. ’ ^ He 
tosses the ball to a child who instantly replies, 
‘‘24,’’ and tosses it back to the Leader. If the 
pupil fails to answer correctly, he steps out of 




122 FIFTY NUMBEK GAMES 


the circle and the players close the space. Con¬ 
tinue around the ring until all the players have 
had a turn. A new Leader is chosen and a new 
ring formed. This game should be played rap¬ 
idly. 




FOR PRIMARY GRADES 123 


XLIX 

TUMBLE SPOOL 

Material: Eleven empty spools. Numbers cut 
from calendars. A heavy rubber or wooden ball 
to roll on the floor. 

Object: Skill in addition and multiplication. 

Project : Paste a number on each spool. Place the 
spools upon the floor in a row; or three in a 
row, two in a row behind the first row, and two 
in a row behind the second row. 

Games : A guard mark is placed upon the floor. The 
pupils form a line in order to conserve time. The 
first player stops at the guard line. He stoops 
and aims the ball at a certain spool. He picks 
up the spool or spools he knocked over and 
counts his score by adding the numbers on the 
spools. The scoring may be done mentally or 
on the blackboard or tablets. The highest score 


wins. 




124 FIFTY NUMBER GAMES 


L 

WHERE ARE YOU GOING? 

Material : Tag board for cutting. Calendar pads. 
Paste. 

Object: Drill in the four arithmetical processes. 
Recognition of the signs used in connection with 
the process. Dramatization for the slow and 
timid pupil. 

Project: Measure tag board and cut oblongs 4x3 
inches from it. Calculate how many can be cut. 
Cut numbers from calendar pads and paste a 
number on each card. Put an addition, subtrac¬ 
tion, multiplication or division sign below the 
number. 


5 

16 

4 

24 

— 

X 

♦ 

• 

+ 


Pupils may cut numbers free hand and mount, 
if calendars are not available, or use crayons 
and write the numbers. 











FOR PRIMARY GRADES 125 


Game: Choose any number of players. Give each 
player a card containing a number. The players 
may stand in a row or be scattered about the 
room. 

Choose one player for Bunny Rabbit. He may 
stand at the end of the row. He does not hold 
a card. 

Choose one player for Tommy Rabbit. He hops 
to the first player. 

First Player. Where are you going? 

Tommy Rabbit. I am hunting for my brother, 
Bunny Rabbit. 

First Player. Am I Bunny Rabbit? 

Tommy Rabbit. No, you are 12 3 — 4. 

Tommy Rabbit hops to the second player and 
the same conversation takes place. Each time 
he must tell a number combination whose sign 
and answer are found on the card. If he fails 
to tell correctly the name [number combination] 
of the player, he must turn back and go without 
his brother. 

The last person visited is brother Bunny Rabbit. 

Bunny Rabbit. Where are you going? 

Tommy Rabbit. I am hunting for my brother, 
Bunny Rabbit. 




126 FIFTY NUMBER GAMES 


Bunny Rabbit. Am I Bunny Rabbit ? 

Tommy Rabbit. Yes, you are. Come, hop home 
with me. 


The two Rabbits hop home. A new group of 
players with other cards are chosen to play the 
game. 





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